Sentences with phrase «teaching quality often»

Like healthcare reform efforts of the past, education reform movements intended to improve teaching quality often focus on the extreme minorities of the performance distribution.

Not exact matches

This is an incredibly difficult question to answer for a variety of reasons, most importantly because over the years our once vaunted «beautiful» style of play has become a shadow of it's former self, only to be replaced by a less than stellar «plug and play» mentality where players play out of position and adjustments / substitutions are rarely forthcoming before the 75th minute... if you look at our current players, very few would make sense in the traditional Wengerian system... at present, we don't have the personnel to move the ball quickly from deep - lying position, efficient one touch midfielders that can make the necessary through balls or the disciplined and pacey forwards to stretch defences into wide positions, without the aid of the backs coming up into the final 3rd, so that we can attack the defensive lanes in the same clinical fashion we did years ago... on this current squad, we have only 1 central defender on staf, Mustafi, who seems to have any prowess in the offensive zone or who can even pass two zones through so that we can advance play quickly out of our own end (I have seen some inklings that suggest Holding might have some offensive qualities but too early to tell)... unfortunately Mustafi has a tendency to get himself in trouble when he gets overly aggressive on the ball... from our backs out wide, we've seen pace from the likes of Bellerin and Gibbs and the spirited albeit offensively stunted play of Monreal, but none of these players possess the skill - set required in the offensive zone for the new Wenger scheme which requires deft touches, timely runs to the baseline and consistent crossing, especially when Giroud was playing and his ratio of scored goals per clear chances was relatively low (better last year though)... obviously I like Bellerin's future prospects, as you can't teach pace, but I do worry that he regressed last season, which was obvious to Wenger because there was no way he would have used Ox as the right side wing - back so often knowing that Barcelona could come calling in the off - season, if he thought otherwise... as for our midfielders, not a single one, minus the more confident Xhaka I watched played for the Swiss national team a couple years ago, who truly makes sense under the traditional Wenger model... Ramsey holds onto the ball too long, gives the ball away cheaply far too often and abandons his defensive responsibilities on a regular basis (doesn't score enough recently to justify): that being said, I've always thought he does possess a little something special, unfortunately he thinks so too... Xhaka is a little too slow to ever boss the midfield and he tends to telegraph his one true strength, his long ball play: although I must admit he did get a bit better during some points in the latter part of last season... it always made me wonder why whenever he played with Coq Wenger always seemed to play Francis in a more advanced role on the pitch... as for Coq, he is way too reckless at the wrong times and has exhibited little offensive prowess yet finds himself in and around the box far too often... let's face it Wenger was ready to throw him in the trash heap when injuries forced him to use Francis and then he had the nerve to act like this was all part of a bigger Wenger constructed plan... he like Ramsey, Xhaka and Elneny don't offer the skills necessary to satisfy the quick transitory nature of our old offensive scheme or the stout defensive mindset needed to protect the defensive zone so that our offensive players can remain aggressive in the final third... on the front end, we have Ozil, a player of immense skill but stunted by his physical demeanor that tends to offend, the fact that he's been played out of position far too many times since arriving and that the players in front of him, minus Sanchez, make little to no sense considering what he has to offer (especially Giroud); just think about the quick counter-attack offence in Real or the space and protection he receives in the German National team's midfield, where teams couldn't afford to focus too heavily on one individual... this player was a passing «specialist» long before he arrived in North London, so only an arrogant or ignorant individual would try to reinvent the wheel and / or not surround such a talent with the necessary components... in regards to Ox, Walcott and Welbeck, although they all possess serious talents I see them in large part as headless chickens who are on the injury table too much, lack the necessary first - touch and / or lack the finishing flair to warrant their inclusion in a regular starting eleven; I would say that, of the 3, Ox showed the most upside once we went to a back 3, but even he became a bit too consumed by his pending contract talks before the season ended and that concerned me a bit... if I had to choose one of those 3 players to stay on it would be Ox due to his potential as a plausible alternative to Bellerin in that wing - back position should we continue to use that formation... in Sanchez, we get one of the most committed skill players we've seen on this squad for some years but that could all change soon, if it hasn't already of course... strangely enough, even he doesn't make sense given the constructs of the original Wenger offensive model because he holds onto the ball too long and he will give the ball up a little too often in the offensive zone... a fact that is largely forgotten due to his infectious energy and the fact that the numbers he has achieved seem to justify the means... finally, and in many ways most crucially, Giroud, there is nothing about this team or the offensive system that Wenger has traditionally employed that would even suggest such a player would make sense as a starter... too slow, too inefficient and way too easily dispossessed... once again, I think he has some special skills and, at times, has showed some world - class qualities but he's lack of mobility is an albatross around the necks of our offence... so when you ask who would be our best starting 11, I don't have a clue because of the 5 or 6 players that truly deserve a place in this side, 1 just arrived, 3 aren't under contract beyond 2018 and the other was just sold to Juve... man, this is theraputic because following this team is like an addiction to heroin without the benefits

Because noncognitive qualities like grit, curiosity, self - control, optimism, and conscientiousness are often described, with some accuracy, as skills, educators eager to develop these qualities in their students quite naturally tend to treat them like the skills that we already know how to teach: reading, calculating, analyzing, and so on.

Like psychologist and author Madeline Levine, whose recent book Teach Your Children Well instructs otherwise well - intended parents to value character ahead of achievement, Tough finds evidence that children of the well - off are often denied the hard life experiences that would allow them to develop the qualities that breed success.

And so often, parents take «quality play time» to mean «teaching time.»

«Often people don't know what high - quality teaching and learning is,» he says.

They often pretend that there are no differences in teaching quality, that no professional knowledge has been acquired by more experienced teachers.

Writing can be one of the most difficult skills to teach, often because it is siloed and taught as a stand - alone skill, apart from quality content.

Education reforms that aim to help economically disadvantaged students often focus on improving the quality with which grade - level material is taught, or the incentives that students have to learn it.

While agreement is growing over the understanding that quality teaching is the most important variable in student learning, I find all too often school leaders responsible for observing teachers on the job don't know what quality teaching looks like.

Too often schools ignore the benefits of effectiveness, the lifespan of the knowledge imparted by teachers and the quality of teaching practices.

Teachers often occupy the lowest stratum of complex organizational systems and the absence of or variation in teaching quality is often the result of issues that have little to do with teachers themselves.

However, positive attitudes come with quality teaching for understanding which often isn't the case with many traditional approaches to teaching mathematics.

Attempting to maintain support among the very teachers it is supposed to represent — and looking to show that it cares about elevating the teaching profession it debases through its defense of quality - blind seniority - based privileges and reverse - seniority layoff rules — the NEA gave $ 73,500 to the National Network of State Teachers of the Year; that the selection of teachers of the year is usually more of a popularity contest than one based on objective measures of teacher performance is often conveniently ignored by all but the most thoughtful of observers, and thus, serves as a good way to spend union funds.

Research indicates that quality teaching is the most effective lever to improve student achievement, with one often - cited study suggesting that top - quartile teaching instruction four years in a row could effectively eliminate the profound achievement gap between white and non-white students in this country.

If out - of - field assignment were allowed (as it too often is in teaching), the quality of medical care would suffer even if individual doctors were highly skilled in their fields.

As part of this vision, the NTC scales high quality teacher induction services to a national audience and works closely with educators and policymakers nationwide to serve low - income students, minority students, and English language learners, who are otherwise often taught by inexperienced teachers.

Rather than implementing short - term fixes that often rely on underprepared or out - of - field teachers, policymakers at all levels should look to the research for strategies that are effective at building a high - quality and sustainable teaching workforce.

For far too long, definitions of high - quality teaching have been local, variable, and superficial — and often focused heavily on matters other than instruction itself.

Since 2000, The Wallace Foundation has made a commitment to elevating the quality of education leadership as a critical, yet often - missing ingredient for improving teaching and learning.

It reinforces the importance of the craft of teaching by delivering content in a high quality experience not often associated with educational resources on the web.

It recognizes that public schools (often neighborhood hubs), have a unique opportunity to provide access to effective and integrated service delivery that support conditions for high quality teaching and learning by partnering with organizations representing youth development, academic enrichment, mental and physical health, human services, foster care, early education, adult education, and family engagement.

The ability to engage in practices that help develop people depends, in part, on leaders» knowledge of the «technical core» of schooling - what is required to improve the quality of teaching and learning - often invoked by the term «instructional leadership.»

Education reformers have long bemoaned the quality of K - 12 teacher preparation and certification: Too often these programs fail to equip teachers with the skills to effectively teach diverse students, while their cost and time demands dissuade some potentially good teachers from entering the profession.

Others — especially high - achieving young people — may never even consider teaching because of the profession's relatively flat salary trajectory and because the professional work environment does not match that of other career paths.69 Teachers have less flexibility in their schedules compared with other professions, sometimes even struggling to find time to use the restroom.70 They also struggle to find time to collaborate with peers and often have to pay for their own supplies.71 To ensure that high - quality teacher candidates enter the profession and that excellent teachers stay in the profession, all educators should be trained and compensated like the professionals they are.

Because voucher programs lack accountability and oversight, vouchers often fund poor quality schools, including those that employ teachers with no credentials, are operated from dilapidated buildings and lack proper facilities, and often teach questionable curriculum.

«He often joked that he would teach me these [qualities], and on occasion he would cast an aside saying that I was getting closer.»

P C Smith also writes on art, often for ART IN AMERICA (most recently «Pantheon of the Anteater» about a class David Salle taught at the Bruce High Quality Foundation's free University, in the Sept & Oct 2014 issues).

An executive assistant resume sample can be greatly useful, but that's only if the sample you go with is high quality and that you can rely on to teach you the right things, which often isn't the case when you simply pull one off Google images.

And, her books are often used in universities around the world to teach therapists how to do quality couples counseling.

A little known but incredible source of very high quality but free marital therapy, can often be accessed through research projects going on at local colleges, universities, teaching hospitals and clinics.